Sample work STEM Stage 5: Water rockets

Description of activity

This unit challenges students to create a water-bottle rocket in order to engage in Science, Technology, Engineering and Mathematics (STEM) learning experiences. Students, through a range of design, experimentation and testing procedures, aim to create a rocket then compete against others to see which rocket flies the highest and farthest, and are aesthetically appealing.

Throughout the design, development and production phases of the project, students expand their knowledge of STEM and collaboratively develop an engineered solution. Students document their evidence of scientific testing, mathematical problem-solving and design development through the use of digital technologies.

Context

Water-bottle rockets are constructed using water-filled recycled PET (polyethylene terephthalate) bottles with individualised nose cones and fins. Air is pumped into the bottles, pressurised, and the rockets are launched from a mechanical device. Students learn about and apply the aeronautical concepts of thrust and propulsion, drag and pitch. They research and experiment with nose cone and fin designs using mathematical concepts and calculations.

Students form teams of up to 4 to produce their water-bottle rocket, with each student accepting the lead role for one of the following positions – lead designer, lead engineer, lead scientist and data/media manager. While all students are encouraged to make holistic and collaborative contributions to the unit, one student needs to accept responsibility for each of the key roles. The lead designer is responsible for the graphical design work and aesthetic finishes; the lead engineer is responsible for the practical production of the rocket; the lead scientist for the research, experimentation and testing; and the data/media manager for the collation and presentation of the team’s work and data.

Outcomes

Activities in this unit are drawn from the following outcomes.

Science 7–10

A student:

• ST5‑1VA appreciates the importance of science in their lives and the role of scientific enquiry in increasing the understanding of the world around them
• ST5-4WS develops questions or hypotheses to be investigated scientifically
• ST5-5WS produces a plan to investigate identified questions, hypotheses or problems, individually and collaboratively
• ST5-6WS undertakes first-hand investigations to collect valid and reliable data and information, individually and collaboratively
• ST5-7WS processes, analyses and evaluates data from first-hand investigations and secondary sources to develop evidence-based arguments and conclusions
• ST5-8WS applies scientific understanding and critical thinking skills to suggest possible solutions to identified problems
• ST5-9WS presents science ideas and evidence for a particular purpose and to a specific audience, using appropriate scientific language, conventions and representations
• ST5-10PW applies models, theories and laws to explain situations involving energy, force and motion.

Industrial Technology – Engineering

A student:

• 5.1.2 applies WHS practices to hand tools, machine tools, equipment and processes
• 5.2.2 identifies, selects and competently uses a range of hand and machine tools, equipment and processes to produce quality practical projects
• 5.3.2 selects and uses appropriate materials for specific applications
• 5.4.1 selects, applies and interprets a range of suitable communication techniques in the development, planning, production and presentation of ideas and projects
• 5.4.2 works cooperatively with others in the achievement of common goals
• 5.5.1 applies and transfers acquired knowledge and skills to subsequent learning experiences in a variety of contexts and projects
• 5.6.1 evaluates products in terms of functional, economic, aesthetic and environmental qualities and quality of construction.

Mathematics K–10

A student:

• MA5.2‑2WM interprets mathematical or real-life situations, systematically applying appropriate strategies to solve problems
• MA5.2-5NA recognises direct and indirect proportion, and solves problems involving direct proportion
• MA5.2-8NA solves linear and simple quadratic equations, linear inequalities and linear simultaneous equations, using analytical and graphical techniques
• MA5.2-10NA connects algebraic and graphical representations of simple non-linear relationship
• MA5.2-11MG calculates the surface areas of right prisms, cylinders and related composite solids
• MA5.2-12MG applies formulae to calculate the volumes of composite solids composed of right prisms and cylinders
• MA5.2-13MG applies trigonometry to solve problems, including problems involving bearings
• MA5.2-16SP investigates relationships between two statistical variables, including their relationship over time.

Criteria for assessing learning

Students produce a variety of work samples as they participate in STEM investigation, and design and development activities. These should be evaluated to determine students’ level of achievement and understanding.

Student understanding may also be assessed through the analysis of contributions to class discussions, team work and demonstrations of thinking skills, recorded using observational checklists or anecdotal records. Refer to the unit overview document (PDF 237.26KB) for assessment for learning ideas for each outcome.

• Evidence of work STEM Stage 4: Integrated – Water Rockets (PDF 2.87MB)

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